Page 21 - Leadership Matters February 2013_3140b78f.pub
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committee does not come to agreement within 180
days, the student growth model of the state model
plan is implemented. The evaluation committee may
discuss other components of the plan, but that is not
required.
There are three types of assessments:
Type I assessment
: Measures a certain group
or subset of students in the same manner with the
same potential assessment items, is scored by a
non-district entity, and is administered either
statewide or beyond Illinois. Examples include SAT
and ACT assessments.
Type II assessment:
Developed or adopted
and approved for use by the school district and used
on a district wide basis by all teachers in a given
grade or subject area. Examples include curriculum
tests and assessments designed by textbook
publishers.
Type III assessment:
Aligned to course
curriculum. Examples include teacher-created
assessments and assessments designed by
textbook publishers, and assessments designed by
staff members who are subject or grade-level
experts that are administered commonly across a
given grade or subject.
23 Ill. Adm. Code 50.30. Each teacher evaluation
plan must contain at least one Type I or II
assessment and at least one Type III assessment.
Id
. at 50.110(b)(1). Each principal plan must contain
a least two Type I or Type II assessments, or
may
use a Type III assessment.
The PERA joint committee’s 180-day clock
begins to run at the first meeting unless the
committee agrees otherwise. 23 Ill. Adm. Code
50.200(b). Nothing prevents the joint committee from
meeting early
provided
that there is formal
agreement on what day the 180-day clock will begin
to run. The best advice any committee may receive
would be to discuss
process
first – when will the 180
-day clock begin? What will happen when the 180-
day clock runs?
The board of education is fully responsible for
the implementation of an evaluation plan. 23 Ill.
Adm. Code 50.120(a), but it is also the board’s duty
to work with the joint committee regarding certain
components of the plan. In other words, the board
determines what instruction is required, the joint
committee develops rules by which the
measurement of that instruction will be evaluated,
and the board ultimately adopts or implements the
evaluation framework. A school district
may
test a
model prior to implementation.
How implementation of a plan (particularly in the
event of a failure to reach agreement) occurs is still
not completely clear. The evaluation plan must
contain at least 25% student growth in the first two
years after implementation, and 30% student growth
thereafter. 23 Ill. Adm. Code 50.110(a).
Administrators should be careful to discuss what that
means with the joint committee and determine to
what extent the State Board Model will be
implemented if its component is a larger percentage
of the rating.
Districts are well advised to work with the joint
committee to determine how implementation will
occur and who is responsible for each part of the
evaluation tool before the tool itself is discussed.
The parties should commit any and all agreements
to writing before discussions on content take place,
because once content is on the table, the rules will
be dictated by how everyone gets what they want
rather than what is best or fair.
According to the Code:
In order to assess the quality of the teacher's
professional practice, the evaluation plan shall
include an instructional framework developed or
adopted by the school district that is based upon
research regarding effective instruction; addresses
at least planning, instructional delivery, and
classroom management; and aligns to the Illinois
Professional Teaching Standards. The instructional
framework shall align to the roles and
responsibilities of each teacher who is being
evaluated.
(Continued on page 22)
Legally Speaking
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